CHCDIS002 Follow established person-centred behaviour supports

ASSESSMENT OVERVIEW

This Student Assessment Booklet contains all your tasks for assessment of CHCDIS002 Follow established person-centred behaviour supports.

ABOUT YOUR ASSESSMENTS

This unit requires that you complete 3 assessment tasks. You are required to complete all tasks to demonstrate competency in this unit.

Assessment Task	About this task
Assessment Task 1: Written questions	You must correctly answer all the 25 questions to show that you have the required knowledge of this unit.
Assessment Task 2: Role play	You are to undertake a role play using a video on self-injury as guidance.
Assessment Task 3: Case study	You are to review a sample behavioural support plan and answer a set of questions that follows.
Assessment Task 4: Journal	You are to record and develop journal reports on three different clients during your work placement.

Supporting resources

You may like to look at the following websites, books and documents for more information about the topics related to this unit:

Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW.

Croft, H 2013, The Australian Carer 3rd edn., Pearson Australia, Frenchs Forest, NSW.

How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.

Instructions about submission can be found at the beginning of each assessment task.

Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration.

Your assessor will give you feedback about how well you have performed in each task, and will write this on the back of the Task Cover Sheet.

Make sure you photocopy your written activities before you submit them—your assessor will put the documents you submit into your student file. These will not be returned to you.

Number of submissions

A maximum of 3 submissions are allowed initially. If you can not satisfy conditions for satisfactory outcome, you will have an opportunity for a one-on-one session with one of the trainers before submitting for the 4^th time

Assessment appeals

You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.

Assessment plan

The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks to demonstrate competency in this unit.

Your assessor will provide you with the due date for each assessment task. Write them in the table below.

Assessment Requirements	Due date
Written questions
Role play
Case study

Agreement by the student
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?	Yes	No
Do you understand the requirements of this assessment?	Yes	No
Do you agree to the way you are being assessed?	Yes	No
Do you have any special needs or considerations to be made for this assessment? If yes, what are they?	Yes	No
Do you understand your rights to appeal the decisions made in an assessment?	Yes	No

Student name:

Student signature: Date:

Assessment Tasks Outcome

Unit:

CHCDIS002 Follow established person-centred behaviour supports

Tasks included in submission

Assessment Tasks	Title	Satisfactory/Not yet satisfactory	Assessor Signature	Date	Re-submission Satisfactory/Not yet satisfactory
Written Questions	Assessment 1
Role Play	Assessment 2
Case Study	Assessment 3

Assessor’s Feedback

Assessor: Please return this cover sheet to the student with the assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence.

Satisfactory Not yet satisfactory

Assessor Signature: Assessor Name: Date:

ASSESSMENT TASK 1: WRITTEN QUESTIONS

Task summary:

This is an open book test—you can use the Internet, textbooks and other documents to help you with your answers if required.

You must answer all the 25 questions correctly.

Write your answers in the space provided.

If you need more space, you can use an extra paper. All extra pieces of paper used must contain your name and the question number(s) you are answering.

You may like to use a computer to type your answers. Your assessor will tell you if you can email them the file or if you need to print a hard copy and submit it.

What do I need in order to complete this assessment?

Access to textbooks and other learning materials.

Access to a computer and the Internet (if you prefer to type your answers).

When do I do this task?

You will do this task in the classroom or as homework—your assessor will advise.

Fill in the due date as advised by your assessor:

What do I need to do if I get something wrong?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the two from the following:

Answer the questions that were incorrect in writing.

Answer the questions that were incorrect verbally.

Question 1

Provide (3) three types of legislation both on a national level and within your state that is related to protecting human rights in disability services.

Your state’s legislation:
Act 1:
Act 2:
Act 3:
Commonwealth legislation:
Act 1:
Act 2:
Act 3:

Question 2

Identify the (6) six National Standards that apply to disability service providers.

1.
2.
3.
4.
5.
6.

Question 3

Marty is 53 years old and suffers from quadriplegia. He lives in a state government-funded group home and spent days with an undiagnosed broken left leg.

Due to his condition, he was not able to verbally communicate his levels of pain and symptoms, including a protruding bone that went unnoticed by the staff on duty.

After two days a staff member raised concerns to the management; however, they decided it was best to wait until the next day to contact a doctor for treatment.

Did the staff exercise their duty of care? Explain your answer.

Question 4

The staff always have trouble with Jodie when it comes to taking her medications, as she becomes physically challenging towards staff on duty.

Jodie has an intellectual disability and tends to become irritable quite frequently.

To teach her a lesson, a staff member punches her and pushes her into a garage for ‘acting up’ and refusing to take her medication.

Jodie was locked in the garage for nearly 24 hours with nothing but a bucket for a toilet, before they let her back inside.

Is this a case of abuse? Explain your answer

Question 5

What are the three types of constraints in the Leisure Constraints Model? How does this impact individuals living with a disability?

1.
2.
3.

Question 6

What is the UNCRPD? What is its purpose?

Question 7

Describe each of the following articles in the UNCRPD.

Article 19
Article 20
Article 23
Article 25
Article 27

Question 8

How does the Disability Act 2006 provide support for:

People with disabilities?

Disability services?

Question 9

Identify at least (5) five sociodemographic characteristics of prisoners with an intellectual disability.

1.
2.
3.
4.
5.

b. How does imprisonment impact the lives of people with disability?

Question 10

Explain why individuals with disabilities are often socially devalued.

Explain how social devaluation is associated with behaviour of concern.

Question 11

What is the social model of disability?

Question 12

What is the danger of being overprotective as a disability support worker? How does this impact an individual’s dignity of risk?

Question 13

Explain the why Positive Behaviour Support (PBS) is an effective approach for managing behaviours of concern.

Question 14

What are some common immediate response strategies to behaviours of concern or challenging behaviours? Provide at least (5) five examples.

1.
2.
3.
4.
5.

Question 15

Provide at least (3) three communication strategies for people who are deaf or hearing impaired.

1.
2.
3.

Question 16

Provide at least (3) three communication strategies for people who are blind or vision impaired.

1.
2.
3.

Question 17

Provide at least (3) three communication strategies to reduce sensory overload.

1.
2.
3.

Question 18

What is the Triple C? Why is this used?

Question 19

Provide at least (5) five common reasons which drive behaviours of concern and challenging behaviours.

1.
2.
3.
4.
5.

Question 20

Explain the difference between a behaviour of concern and a challenging behaviour. Provide an example of each.

Behaviour of concern:

Challenging behaviour:

Question 21

What is a Motivational Assessment Scale (MAS) and how is this used?

Question 22

Provide a definition of ‘aversive treatment’ and 3 examples.

Aversive treatment definition:

Example 1:

Example 2:

Example 3:

b. When is the appropriate time to use aversive treatment in a disability support organization?

Question 23

Provide an example of how you would apply the following lifestyle enhancement strategies when managing client behaviour.

Positive reinforcement
Motivation
Stress management
Engagement in meaningful activities
Support relationships
Nutrition
Environmental and systems improvement

Question 24

Provide at least (3) three examples of areas where people with disabilities have unmet needs.

1.
2.
3.

Question added: Identify 3 indicators that an individual with disability has an unmet need?

1.
2.
3.

Question 25

Describe how physical, emotional, environmental and medication factors contribute to behaviour of concern or challenging behaviour.

Physical (eg Unrecognised pain or discomfort )
Emotional such as Stress
Medications
Environment

What do I need to hand in for this task?	Have I completed this?
Your answers to all questions	

ASSESSMENT TASK 2: ROLE PLAY

Task summary:

There are two parts to this task:

Part A: You are to respond to a critical incident involving a behavioural issue of a person with a disability.

Part B: You are required to answer a set of questions about effective response strategies.

Part A: Role play

What do I need in order to complete Part A of this assessment?

Role play participant to play the role of the client [your assessor will play this role]. Online students are to discuss in an online class.

Access to a computer and the Internet.

Simulated props and resources—headphones, toys, mittens to simulate padded gloves.

Access to the YouTube video (link provided below).

When do I do Part A?

You will do this task in the classroom.

Fill in the due date as advised by your assessor:

What do I need to do if I get something wrong?

If your assessor identifies that you have not properly demonstrated the required skills/knowledge, they will give you some feedback and you will need to do the role play again.

Instructions:

The purpose of this task is for your assessor to observe how well you can respond to a critical incident involving adverse behaviour in a simulated environment, using appropriate support strategies and communication.

First you will need to watch the YouTube video titled Autism, Self-Injurious Behavioral Interventions.

You can find this video at https://www.youtube.com/watch?v=DXbe2VHa37w.

The video shows the self-injurious behaviour of James, who has severe autism and epilepsy. James is seen repeatedly hitting his head in a violent manner with both hands.

After you have watched the video, you will need to participate in a role play with your assessor playing the role of James. James has just been disturbed by a car going past and squealing its brakes.

You will be required to do the following during the role play:

Use appropriate interventions and positive behavioral support strategies.

Use a person-centred approach.

Address safety requirements and procedures.

Use effective communication strategies to meet James’s needs.

James’s behavioural management plan states the following:

James is often startled by loud noises, which cause a buzzing in his head.

He becomes self-injurious, hitting himself around the head involuntarily. He may also experience a seizure.

James only ever hits himself—never anyone or anything else.

James responds to wearing headphones to reduce noise stimulus. These should be put on as soon as possible during an incident.

James may wear padded mitts to prevent injury.

James will respond to calm, repetitive instructions.

Holding James’s hands in his lap reduces the risk of injury and can be calming. James does not find this restrictive.

James reacts badly to sudden loud noises, shouting, complicated instructions, laughing or panic by anyone near him.

James behaviour can be diverted by drawing his attention to objects he enjoys—for example, watching the ceiling fan, his pet dog, his toys and other family members.

Your assessor will be looking to see that you:

Identify the triggers that cause James’s adverse behaviour.

Respond to James in an appropriate manner, correctly carrying out behavioural strategies in response to his behaviour.

For example, remaining calm, being consistent, showing empathy, following the details in his behavioural management plan, etc.

Consider and acknowledge James’s needs, strengths, capabilities and his preferences.

For example, acknowledge attempts made by James to control his behaviour; his likes and dislikes; keeping instructions simple; need for particular intervention strategies, etc.

Make sure James’s environment is safe.

For example, by protecting James’s head and hands; by keeping your own self safe; reducing possibility of his triggers occurring again, etc.

Acknowledge James’s emotional state.

For example, by demonstrating empathy, acknowledging his distress, acknowledging him as he calms down, etc.

Part B: Written questions

What do I need in order to complete Part B of this assessment?

Written questions.

When do I do Part B?

Fill in the due date as advised by your assessor:

What do I need to do if I get something wrong?

If your assessor identifies that your answers are not correct or not detailed enough, they will give you some feedback and ask you to answer the question again.

Instructions:

Your assessor will ask you the following questions about the role play you completed in Part A.

You will answer these questions:

Question 1. Identify the triggers that cause James’s negative behaviour.

Question 2. How will you respond to James in a supportive manner using behavioural strategies?

Question 3. What are James’s needs, strengths, capabilities & preferences?

Question 4. How do we make sure James’s environment is safe?

Question 5. How do we acknowledge James’s emotional state?

ASSESSMENT TASK 3: CASE STUDY

Task summary:

You are to review a sample behavioural support plan and answer a set of questions.

What do I need in order to complete this assessment?

Access to a computer (if you prefer to type your answers).

Access to the Internet (for conducting online research).

Access to Behaviour Support Plan Toolkit, Section 4, Useful assessment tools and forms (http://www.dhs.vic.gov.au/__data/assets/pdf_file/0005/845348/Toolkit-section-4-Useful-assessment-tools-and-forms-0913.pdf).

When do I do this assessment?

You will do this task in the classroom or as homework—your assessor will advise.

Fill in the due date as advised by your assessor:

What do I need to do if I get something wrong?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the two from the following:

Answer the questions that were incorrect in writing.

Answer the questions that were incorrect verbally.

Instructions:

For this task you need to review the sample behavioural support plan developed by the Department of Human Services.

This can be found in the Behaviour Support Plan Toolkit, ‘Section 4: Useful assessment tools and forms’ (pages 24 – 31).

You will then need to answer the set of questions below.

Is the behavioural support plan for TJ person-centred? Explain your answer.

Why is it important to note TJ’s likes and dislikes?

Are TJ’s needs, strengths and capabilities considered and supported in the strategies? What are they?

Describe the context in which the behaviour of concern is displayed.

What are the triggers that cause TJ to harm others?

In your own words, describe the frequency and duration of TJ’s behaviour.

What are the positive behaviour support strategies?

Were the strategies effective? Why/Why not?

Are his behaviours of concerned clearly documented in the plan? Explain your answer.

From the plan, are you able to ascertain what medications are required for TJ? Where do you find this information and what medication is prescribed?

What is the de-escalation strategy for assessing safety?

Are referral services noted in this plan?

Who are the key people involved in this plan?

What do I need to hand in for this task?	Have I completed this?
Your answers to all questions	

Page left intentionally blank

Tags: assignmentexpert, assignmenthelp, assignmenthelpaustralia, assignmenthelper, assignmenthelpuk, assignmenthelpusa, assignmentwriting, bestpriceguaranteed, bestqualityguaranteed, london󾓪, myassignmenthelp, plagiarismfreework